Stage 3 - Plan Learning Experiences and Instruction
Note: How are you using technology as a teacher? How are your students using technology? (W) .1 Students understand that....(Where), Real Life (Why), MLR or CCSS (What) (H).2 Engage (Hook) (E).3 Students will know...(Equip), Graphic Organizer and Cooperative Learning the content (Explore), working on product (partners, teams...) (Experience) (R).4 Checking for Understanding Strategies during instruction (Rethink), Self-Assessment using Rubrics or Checklist, feedback by students (Rethink/Revise), and feedback by teacher on Product (Revise/Refine), (E).5 Formative Assessment - Pre-Assessment: (note:lesson 1 only), Checking for Understanding: and Timely Feedback: (Evaluate) (T).6 Give an example of each Multiple Intelligences (Tailor) Verbal-Linguistic Logical/Mathematical Visual/Spatial Bodily/Kinesthetic Musical/Rhythmic Intrapersonal Interpersonal Naturalist (O).7 Students will be able to ..., (Insert Facet Name)Product: Type II Technology, Number of Days: (Organize) Recipes4Success Lesson Library. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
Lesson 1
Consider the W.H.E.R.E.T.O. elements. (L)
(W)1.1 Students will understand that solutions to equations have an identity which is often developed by rewriting an expression in an equivalent form. (Where), If students want to ever invent or create a product, they will have to be able to come up with an equation to be able to figure out how much profit they will make overall. (Why), Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. (What) (H)1.2 Students will start the class by playing a computer game called "Math at the Mall" This will get them thinking about profit and percentages to get them thinking in the right mind set for the lesson. (Hook) (E) 1.3 Students will know inequalities, variables, equation, identity, slope-intercept. (Equip) Students will use a problem solution chart to come up with possible problems and work out the solution to see how much they know. The teacher will have a three minute interview with each student at different times, asking multiple questions to see if the student has mastered and understood the lesson and to what extent. (Explore), Students will individually use blogger to create a daily blog entailing any problems they had during the lesson and one new thing they learned. (Experience) (R)1.4 Lets compare notes will help the students synthesis their date and notes with the teacher to make sure they have the appropriate data to be able to move on through the lesson. This will also help the teacher see how much information the students are understanding and to what extent. (Rethink), Students will self-assess using a checklist making sure they have all the information in their blogger so that they will be able to look back on them and understand what lesson was taught that day. (Rethink/Revise), Teacher will make comments on each blog entry to make sure the students completed the checklist. (Revise/Refine), (E)1.5 Formative Assessment - Pre-Assessment:Students will work in groups to answer a pre-algebraic survey, Checking for Understanding:lets compare notes and Timely Feedback: Teacher and self (Evaluate) (T) 1.6 Tailors Verbal: As the teacher goes around to each student to compare notes. The students will be able to talk through their thinking to the teacher and be able to easier grasp the concept. Logic: Students will be solving a simple system that requires them to think through each problem logically. Visual: The teacher will show many examples that are projected in front of the screen. Students will have a visual aid to help guide them while solving other simple systems. Musical: The teacher will come up with a song to help the students memorize solving techniques. For example, a song about PEMDAS. Kinthestic: The teacher will create a problem on the white board and the students will each have to solve the problem on their own mini white boards provided by the school. When the students are done, they will hold up the white board to indicate to the teacher to check their answer. Intrapersonal: Students will work alone on a work sheet solving systems of linear equations in a given amount of time. Interpersonal: After the students work alone, they will come together as a group and compare answers. Students will change the answers accordingly. Naturalist: The teacher will bring in objects from outside that represent the four seasons. The teacher will put the objects on the projector with a graphing gird background. The teacher will trace the outline of the objects and have the students find the equation of the lines surrounding the object. (O)1.7 Students will be able to recognize that solutions to equations have an identity which is often developed by rewriting an expression in an equivalent form (Self-Knowledge)Product: Blogger, Number of Days: 2-3 days (Organize)
Lesson 2
Consider the W.H.E.R.E.T.O. elements. (L)
(W)2.1 Students will understand that the same solution techniques used to solve equations can be used to rearrange formulas. (Where) If students are buying CD's and need a certain amount but the need to know how many CD's the manufacturer ships in each box, they will need to create a linear equation for how many CD per box and than they will know how many boxes to buy. (Why), Solve systems of linear equations exactly and approximately, focusing on pairs of linear equations in two variables. (What) (H)2.2 Students will arrive to class while the teacher is playing "Save the Zogs" computer game. As a collective class, the students will try to save the Zogs using linear equations. (Hook) (E) 2.3 Students will know equation, inequalities, variable. (Equip) The teacher will split the class into groups to work on a problem and than ask one member from each group to stand up and move to another group to compare answers. The students will use the sequence chart to keep track of each step they use to solve the problems so that if they need to fix their answers it is easier to spot the error. (Explore), Students will create a graphic organizer to display that solution techniques can rearrange formulas with inequalities. (Experience) (R)2.4 Students will use the Example/non-example to work out problems as a group and figure out the main concept while breaking it down step by step. (Rethink), Students will get help from other group members and assess each others work. (Rethink/Revise), Teacher will look over the graphic organizer to make sure that the students have the correct information. (Revise/Refine), (E)2.5 Formative Assessment - Checking for Understanding: Example/Non-example and Timely Feedback: Teacher and self (Evaluate) (T) 2.6 Tailors Verbal: The students will be talking to their peers in groups to answer the questions the teacher provides. This way they can talk through their thinking with other peers. Logic: Students will be recording their answers on the sequence chart which will help them break down their thinking. Visual: Since the students are writing down their steps, they get to do it in a way that best suits them. There will be an example of how to create the graphic organizer on the board and we will go over it in class so that they have something to look at while also completing the graphic organizer. Musical: The teacher will make an audio recording of how to fill out the graphic organizer with a tutorial online so that the students can look and listen to it if they need to fill it out at home. Kinthestic: The online tutorial will show the student how to complete the graphic organizer and they can follow along so that they are engaged and physically doing the work while listening to the steps. These students will also be the ones that move from group to group to keep them moving while thinking. Intrapersonal: The students will be working on the graphic organizer alone for the first part of the lesson. Interpersonal: Once the students work alone, they will be split into groups to work on a different problem. Then one person from each group will go and switch to another group and compare answers. Naturalist: The problems that the teacher uses for the class to work on will consist of real world samples involving nature. An example is, finding the slope of a tree branch in relation to the tar or cement. (O)2.7 Students will be able to use the same solution techniques used to solve equations, to rearrange formulas. (Application)Product: Mind Mapping, Number of Days: 1-2 days (Organize)
Lesson 3
Consider the W.H.E.R.E.T.O. elements. (L)
(W)3.1 Students will understand that graphing two formula functions can allow for finding approximate solutions to the equation, (Where) If students ever want to proceed in a career in construction, they will need to create a floor plan for whatever building they will be constructing. They will have to figure out the dimensions of all the sides and even the ones they have to imagine that are not drawn. (Why), Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically(What) (H)3.2 The students will enter a class and this math rap will be playing while they are getting seated and taking out their materials for the lesson. (Hook) (E) 3.3 Students will know inequalities, equation, slop-intercept, properties (Equip)Students will be using Story Map 3 to keep their working steps spread out for easier review later on and to easily search for errors. Rally Robin will have students answer the question in teams using the story map to collaborate their answers together. (Explore), Students will have to take formula functions and graph them using sketchfu and then present their process of graphing with the class while it plays along. (Experience) (R)3.4 The teacher will split the students into groups and play the game Slap-it where the teams will work together to find the correct answers to problems posed by the teacher. Once the groups think they have found the correct answer, they will slap the correct answer that is posted on the board. (Rethink), Other groups will respond and give feedback to the groups in case they believe any errors were made and give tips on ways to revise and get the correct answer. The students will then fill out a self-assess rubric that says what they did wrong, why they got it wrong and how they corrected their answers. (Rethink/Revise), The teacher will also give feedback to the groups if the student feedback is not helpful enough. This way the groups are all receiving the correct answer at the end of the lesson. (Revise/Refine), (E)3.5 Formative Assessment - Checking for Understanding: Slap it Timely Feedback: Teacher and self (Evaluate) (T) 3.6 Tailors Verbal: The students will be working in teams in a competition against the class. The teacher will verbally say the problem and the answers and the students will talk through their thinking within the group and go up to the board and slap the correct answer. Logic: The students will have story map 3 to help them organize their thinking. Visual: The problem and the multiple choices for answers will be up on the board for the students as a constant reminder. Musical: There will be a musical timer that will play in the background while students collaborate. This will help the students that learn with the musical intelligence, focus on what they are doing and not get distracted by other outside noises. Kinthestic: The students will have to run from their group to the board and quickly slap the correct answer before the other team does. This allows students to stay active and continue to move while working through the problems. Intrapersonal: The teacher will give students problems to work on by themselves before they play slap it. Interpersonal: Once the teacher thinks that every student understands the concept enough, the students will get split into two teams and play slap it. Naturalist: The problems that the students will be working on will have variables relative to nature. Instead of having 'X' there will be 'Q' for quartz. There will be a key on the side of every problem so they remember what rock goes to what variable letter. (O)3.7 Students will be able to document that graphing two formula functions can allow for finding approximate solutions to the equations. (Interpretation)Product: Sketchfu, Number of Days: 2-3 days (Organize)
Lesson 4
Consider the W.H.E.R.E.T.O. elements. (L)
(W)4.1 Students will understand that solutions to equations have an identity which is often developed by rewriting an expression in an equivalent form.(Where), If students ever need to build any computer system or working matrices, they will need to know the identity of each of the matrices that they are working with. (Why),Solve systems of linear equations exactly and approximately, focusing on pairs of linear equations in two variables (What) (H)4.2 Hoop shoot, slope intercept form. (Hook) (E) 4.3 Students will know identity, inequalities, equations, distributive, commutative. (Equip) Students will use the Planning Chart to have as a guideline for their iMovie. They must prepare the movie as if the audience doesn't know how to solve the system of linear equations. (Explore), Students will be working towards the imovive (Experience) (R)4.4 Students will arrange themselves in the way a graph would approximately look like to better explain it to the class. (Rethink), Students will provide feedback on how easy it was to understand their equation. (Rethink/Revise), The teacher will use a rubric to grade how the students used the Human Graph concept. (Revise/Refine), (E)4.5 Formative Assessment - Checking for Understanding: Human Graph and Timely Feedback:Teacher and self (Evaluate) (T) 4.6 Tailors Verbal: The students will be presenting through the Human Graph to the class explaining each step. Logic: The students will use the Planning Chart to write down their steps to solve the equations. Visual: Students will have to create a video for the other students in the class to be able to understand their original linear inequality. Kinesthetic: The students will be constantly moving as they explain their equation using the Human Graph. Intrapersonal: Students will be working alone while filling out the Planning Chart. Interpersonal: Students will work in groups to create the iMovie and formulate the Human Graph. (O)4.7 Students will be able to consider that solutions to equations have an identity which is often developed by rewriting an expression in an equivalent form. (Empathy)Product: iMovie, Number of Days: 2-3 days (Organize)
Lesson 5
Consider the W.H.E.R.E.T.O. elements. (L)
(W)5.1 Students will understand that graphing two formula functions can allow for finding approximate solutions to the equation (Where), Students will need to understand how to interpret graphs and also if they want to ever be able to go into the stock market, they will need to understand what they are looking at. (Why),Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically(What) (H) 5.2 Hoop Shoot, equation game online. (Hook) (E) 5.3 Students will know inequalities, equations, slope intercept form. (Equip) Students will use the KWL chart which stands for Know, Want, and Learn. They will keep track of their progress throughout the lesson. They will play Circle the Sage where one person will stand in each corner. These students have a special and more advanced understanding of different parts of the lesson. The rest of the class will visit each student and the sages will explain their understanding. (Explore), The students will be working towards student publishing where they will create a book for other students that need to understand the concept being taught. (Experience) (R) 5.4 Students will each have three colored sticky notes. A red, yellow and a green sticky. Each one corresponds to their level of understanding and the students will raise the colored sticky at the end of the lesson to see their level of understanding. (Rethink), Students will self assess themselves using a rubric. (Rethink/Revise), Teacher will provide feedback on the student publishing. (Revise/Refine), (E) 5.5 Formative Assessment - Checking for Understanding: Triangular Prism and Timely Feedback: Teacher and self (Evaluate) (T) 5.6 Tailors Verbal: While students are playing circle the sage, they will discuss the concept and listen to the sage's explanation. Logic: Students will use the KWL chart to decipher their thoughts on the chart for better understanding. Visual: Students must create a student publishing booklet that will include visuals for easier understanding. Kinthestic: The students will be moving around the classroom while they visit each sage. Intrapersonal: Students will work alone as they fill out the KWL chart. Interpersonal: Students will be interacting with each other as they move around the room to visit the sages. (O)5.7 Students will be able to infer that graphing two formula functions can allow for finding approximate solutions to the equation. (Perspective)Product: Student Publishing, Number of Days: 3-4 days (Organize)
Lesson 6
Consider the W.H.E.R.E.T.O. elements. (L)
(W)6.1 Students will understand the same solution techniques used to solve equations, can be used to rearrange formulas. (Where), Students that play any type of sport will need to approximate the angle that they need to shoot the ball in order to get the goal. For example, in basketball you have to estimate where your shooting your ball and what spot on the backboard will result in a basket. (Why),Solve systems of linear equations exactly and approximately, focusing on pairs of linear equations in two variables (What) (H) 6.2 Hoop shoot (Hook) (E) 6.3 Students will know inequalities, slope intercept form, and equations. (Equip) Students will use the KWS Chart, which stands for Know, Want, and Sources. They will use this chart to format their thinking into three easy categories. Students will do team pair solo which will allow them to work in teams, then with a partner, and then alone. This helps the students that do not fully understand the concept, work and collaborate with a team, then more personally with a partner. Once they have understood the concept, they will work alone to complete the rest of the worksheet. (Explore), Students will be working towards using the smart board to present their own equation to the class and go over step by step how to solve it. (Experience) (R)6.4 The teacher will go over the lesson using various teaching techniques. The teacher will then ask the students to do 3-2-1. This is where the students will raise the appropriate number of fingers in relation to their understanding of the lesson. (Rethink), The students will do a self assessment showing whether or not they think they understand the concept and how well they believe their smart board presentation went. (Rethink/Revise), the teacher will also give feedback on the students presentation using a rubric designed specifically for the smart board. (Revise/Refine), (E)6.5 Formative Assessment - Checking for Understanding: 3-2-1 Timely Feedback: Teacher and self (Evaluate) (T) 6.6 Tailors Verbal: Students will be verbally presenting their equation to the class and work through the problems. Logic: As students work through the KWS chart, they will be writing down their thinking and working through it logically. Visual: The KWS chart will be a visual reminder of what the students need to be thinking about when working through the problem. Having hoop shoot as well up on the big screen will help the students remember what they did to complete different equations. Intrapersonal: While the students are doing team-pair-solo, they will have a chance to work on the problems individually. Interpersonal: While the students are doing team-pair-solo, they will have many chances to work with other people in both a group and in partners. Naturalist: Before the students fill out their KWS chart, there will be projections and equations about the global warming issue. Students will have to plug in numbers and dates and come up with an equation to be able to determine what the climate will be in a certain amount of time in terms of global warming. (O)6.7 Students will be able to demonstrate that the same solution techniques used to solve equations can be used to rearrange formulas. (Explanation)Product: Smart Board, Number of Days: 2 days(Organize)
Stage 3 - Plan Learning Experiences and Instruction
Note: How are you using technology as a teacher? How are your students using technology?
(W) .1 Students understand that....(Where), Real Life (Why), MLR or CCSS (What)
(H) .2 Engage (Hook)
(E) .3 Students will know...(Equip), Graphic Organizer and Cooperative Learning the content (Explore), working on product (partners, teams...) (Experience)
(R) .4 Checking for Understanding Strategies during instruction (Rethink), Self-Assessment using Rubrics or Checklist, feedback by students (Rethink/Revise), and feedback by teacher on Product (Revise/Refine),
(E) .5 Formative Assessment - Pre-Assessment: (note:lesson 1 only), Checking for Understanding: and Timely Feedback: (Evaluate)
(T) .6 Give an example of each Multiple Intelligences (Tailor)
Verbal-Linguistic
Logical/Mathematical
Visual/Spatial
Bodily/Kinesthetic
Musical/Rhythmic
Intrapersonal
Interpersonal
Naturalist
(O) .7 Students will be able to ..., (Insert Facet Name) Product: Type II Technology, Number of Days: (Organize)
Recipes4Success Lesson Library. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
Lesson 1
Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. (What)
(H)1.2 Students will start the class by playing a computer game called "Math at the Mall" This will get them thinking about profit and percentages to get them thinking in the right mind set for the lesson. (Hook)
(E) 1.3 Students will know inequalities, variables, equation, identity, slope-intercept. (Equip) Students will use a problem solution chart to come up with possible problems and work out the solution to see how much they know. The teacher will have a three minute interview with each student at different times, asking multiple questions to see if the student has mastered and understood the lesson and to what extent. (Explore), Students will individually use blogger to create a daily blog entailing any problems they had during the lesson and one new thing they learned. (Experience)
(R)1.4 Lets compare notes will help the students synthesis their date and notes with the teacher to make sure they have the appropriate data to be able to move on through the lesson. This will also help the teacher see how much information the students are understanding and to what extent. (Rethink), Students will self-assess using a checklist making sure they have all the information in their blogger so that they will be able to look back on them and understand what lesson was taught that day. (Rethink/Revise), Teacher will make comments on each blog entry to make sure the students completed the checklist. (Revise/Refine),
(E)1.5 Formative Assessment - Pre-Assessment: Students will work in groups to answer a pre-algebraic survey, Checking for Understanding:lets compare notes and Timely Feedback: Teacher and self (Evaluate)
(T) 1.6 Tailors
Verbal: As the teacher goes around to each student to compare notes. The students will be able to talk through their thinking to the teacher and be able to easier grasp the concept.
Logic: Students will be solving a simple system that requires them to think through each problem logically.
Visual: The teacher will show many examples that are projected in front of the screen. Students will have a visual aid to help guide them while solving other simple systems.
Musical: The teacher will come up with a song to help the students memorize solving techniques. For example, a song about PEMDAS.
Kinthestic: The teacher will create a problem on the white board and the students will each have to solve the problem on their own mini white boards provided by the school. When the students are done, they will hold up the white board to indicate to the teacher to check their answer.
Intrapersonal: Students will work alone on a work sheet solving systems of linear equations in a given amount of time.
Interpersonal: After the students work alone, they will come together as a group and compare answers. Students will change the answers accordingly.
Naturalist: The teacher will bring in objects from outside that represent the four seasons. The teacher will put the objects on the projector with a graphing gird background. The teacher will trace the outline of the objects and have the students find the equation of the lines surrounding the object.
(O)1.7 Students will be able to recognize that solutions to equations have an identity which is often developed by rewriting an expression in an equivalent form (Self-Knowledge) Product: Blogger, Number of Days: 2-3 days (Organize)
Lesson 2
(H)2.2 Students will arrive to class while the teacher is playing "Save the Zogs" computer game. As a collective class, the students will try to save the Zogs using linear equations. (Hook)
(E) 2.3 Students will know equation, inequalities, variable. (Equip) The teacher will split the class into groups to work on a problem and than ask one member from each group to stand up and move to another group to compare answers. The students will use the sequence chart to keep track of each step they use to solve the problems so that if they need to fix their answers it is easier to spot the error. (Explore), Students will create a graphic organizer to display that solution techniques can rearrange formulas with inequalities. (Experience)
(R)2.4 Students will use the Example/non-example to work out problems as a group and figure out the main concept while breaking it down step by step. (Rethink), Students will get help from other group members and assess each others work. (Rethink/Revise), Teacher will look over the graphic organizer to make sure that the students have the correct information. (Revise/Refine),
(E)2.5 Formative Assessment - Checking for Understanding: Example/Non-example and Timely Feedback: Teacher and self (Evaluate)
(T) 2.6 Tailors
Verbal: The students will be talking to their peers in groups to answer the questions the teacher provides. This way they can talk through their thinking with other peers.
Logic: Students will be recording their answers on the sequence chart which will help them break down their thinking.
Visual: Since the students are writing down their steps, they get to do it in a way that best suits them. There will be an example of how to create the graphic organizer on the board and we will go over it in class so that they have something to look at while also completing the graphic organizer.
Musical: The teacher will make an audio recording of how to fill out the graphic organizer with a tutorial online so that the students can look and listen to it if they need to fill it out at home.
Kinthestic: The online tutorial will show the student how to complete the graphic organizer and they can follow along so that they are engaged and physically doing the work while listening to the steps. These students will also be the ones that move from group to group to keep them moving while thinking.
Intrapersonal: The students will be working on the graphic organizer alone for the first part of the lesson.
Interpersonal: Once the students work alone, they will be split into groups to work on a different problem. Then one person from each group will go and switch to another group and compare answers.
Naturalist: The problems that the teacher uses for the class to work on will consist of real world samples involving nature. An example is, finding the slope of a tree branch in relation to the tar or cement.
(O)2.7 Students will be able to use the same solution techniques used to solve equations, to rearrange formulas. (Application) Product: Mind Mapping, Number of Days: 1-2 days (Organize)
Lesson 3
(H)3.2 The students will enter a class and this math rap will be playing while they are getting seated and taking out their materials for the lesson. (Hook)
(E) 3.3 Students will know inequalities, equation, slop-intercept, properties (Equip) Students will be using Story Map 3 to keep their working steps spread out for easier review later on and to easily search for errors. Rally Robin will have students answer the question in teams using the story map to collaborate their answers together. (Explore), Students will have to take formula functions and graph them using sketchfu and then present their process of graphing with the class while it plays along. (Experience)
(R)3.4 The teacher will split the students into groups and play the game Slap-it where the teams will work together to find the correct answers to problems posed by the teacher. Once the groups think they have found the correct answer, they will slap the correct answer that is posted on the board. (Rethink), Other groups will respond and give feedback to the groups in case they believe any errors were made and give tips on ways to revise and get the correct answer. The students will then fill out a self-assess rubric that says what they did wrong, why they got it wrong and how they corrected their answers. (Rethink/Revise), The teacher will also give feedback to the groups if the student feedback is not helpful enough. This way the groups are all receiving the correct answer at the end of the lesson. (Revise/Refine),
(E)3.5 Formative Assessment - Checking for Understanding: Slap it Timely Feedback: Teacher and self (Evaluate)
(T) 3.6 Tailors
Verbal: The students will be working in teams in a competition against the class. The teacher will verbally say the problem and the answers and the students will talk through their thinking within the group and go up to the board and slap the correct answer.
Logic: The students will have story map 3 to help them organize their thinking.
Visual: The problem and the multiple choices for answers will be up on the board for the students as a constant reminder.
Musical: There will be a musical timer that will play in the background while students collaborate. This will help the students that learn with the musical intelligence, focus on what they are doing and not get distracted by other outside noises.
Kinthestic: The students will have to run from their group to the board and quickly slap the correct answer before the other team does. This allows students to stay active and continue to move while working through the problems.
Intrapersonal: The teacher will give students problems to work on by themselves before they play slap it.
Interpersonal: Once the teacher thinks that every student understands the concept enough, the students will get split into two teams and play slap it.
Naturalist: The problems that the students will be working on will have variables relative to nature. Instead of having 'X' there will be 'Q' for quartz. There will be a key on the side of every problem so they remember what rock goes to what variable letter.
(O)3.7 Students will be able to document that graphing two formula functions can allow for finding approximate solutions to the equations. (Interpretation) Product: Sketchfu, Number of Days: 2-3 days (Organize)
Lesson 4
(H)4.2 Hoop shoot, slope intercept form. (Hook)
(E) 4.3 Students will know identity, inequalities, equations, distributive, commutative. (Equip) Students will use the Planning Chart to have as a guideline for their iMovie. They must prepare the movie as if the audience doesn't know how to solve the system of linear equations. (Explore), Students will be working towards the imovive (Experience)
(R)4.4 Students will arrange themselves in the way a graph would approximately look like to better explain it to the class. (Rethink), Students will provide feedback on how easy it was to understand their equation. (Rethink/Revise), The teacher will use a rubric to grade how the students used the Human Graph concept. (Revise/Refine),
(E)4.5 Formative Assessment - Checking for Understanding: Human Graph and Timely Feedback:Teacher and self (Evaluate)
(T) 4.6 Tailors
Verbal: The students will be presenting through the Human Graph to the class explaining each step.
Logic: The students will use the Planning Chart to write down their steps to solve the equations.
Visual: Students will have to create a video for the other students in the class to be able to understand their original linear inequality.
Kinesthetic: The students will be constantly moving as they explain their equation using the Human Graph.
Intrapersonal: Students will be working alone while filling out the Planning Chart.
Interpersonal: Students will work in groups to create the iMovie and formulate the Human Graph.
(O)4.7 Students will be able to consider that solutions to equations have an identity which is often developed by rewriting an expression in an equivalent form. (Empathy) Product: iMovie, Number of Days: 2-3 days (Organize)
Lesson 5
(H) 5.2 Hoop Shoot, equation game online. (Hook)
(E) 5.3 Students will know inequalities, equations, slope intercept form. (Equip) Students will use the KWL chart which stands for Know, Want, and Learn. They will keep track of their progress throughout the lesson. They will play Circle the Sage where one person will stand in each corner. These students have a special and more advanced understanding of different parts of the lesson. The rest of the class will visit each student and the sages will explain their understanding. (Explore), The students will be working towards student publishing where they will create a book for other students that need to understand the concept being taught. (Experience)
(R) 5.4 Students will each have three colored sticky notes. A red, yellow and a green sticky. Each one corresponds to their level of understanding and the students will raise the colored sticky at the end of the lesson to see their level of understanding. (Rethink), Students will self assess themselves using a rubric. (Rethink/Revise), Teacher will provide feedback on the student publishing. (Revise/Refine),
(E) 5.5 Formative Assessment - Checking for Understanding: Triangular Prism and Timely Feedback: Teacher and self (Evaluate)
(T) 5.6 Tailors
Verbal: While students are playing circle the sage, they will discuss the concept and listen to the sage's explanation.
Logic: Students will use the KWL chart to decipher their thoughts on the chart for better understanding.
Visual: Students must create a student publishing booklet that will include visuals for easier understanding.
Kinthestic: The students will be moving around the classroom while they visit each sage.
Intrapersonal: Students will work alone as they fill out the KWL chart.
Interpersonal: Students will be interacting with each other as they move around the room to visit the sages.
(O)5.7 Students will be able to infer that graphing two formula functions can allow for finding approximate solutions to the equation. (Perspective) Product: Student Publishing, Number of Days: 3-4 days (Organize)
Lesson 6
(H) 6.2 Hoop shoot (Hook)
(E) 6.3 Students will know inequalities, slope intercept form, and equations. (Equip) Students will use the KWS Chart, which stands for Know, Want, and Sources. They will use this chart to format their thinking into three easy categories. Students will do team pair solo which will allow them to work in teams, then with a partner, and then alone. This helps the students that do not fully understand the concept, work and collaborate with a team, then more personally with a partner. Once they have understood the concept, they will work alone to complete the rest of the worksheet. (Explore), Students will be working towards using the smart board to present their own equation to the class and go over step by step how to solve it. (Experience)
(R)6.4 The teacher will go over the lesson using various teaching techniques. The teacher will then ask the students to do 3-2-1. This is where the students will raise the appropriate number of fingers in relation to their understanding of the lesson. (Rethink), The students will do a self assessment showing whether or not they think they understand the concept and how well they believe their smart board presentation went. (Rethink/Revise), the teacher will also give feedback on the students presentation using a rubric designed specifically for the smart board. (Revise/Refine),
(E)6.5 Formative Assessment - Checking for Understanding: 3-2-1 Timely Feedback: Teacher and self (Evaluate)
(T) 6.6 Tailors
Verbal: Students will be verbally presenting their equation to the class and work through the problems.
Logic: As students work through the KWS chart, they will be writing down their thinking and working through it logically.
Visual: The KWS chart will be a visual reminder of what the students need to be thinking about when working through the problem. Having hoop shoot as well up on the big screen will help the students remember what they did to complete different equations.
Intrapersonal: While the students are doing team-pair-solo, they will have a chance to work on the problems individually.
Interpersonal: While the students are doing team-pair-solo, they will have many chances to work with other people in both a group and in partners.
Naturalist: Before the students fill out their KWS chart, there will be projections and equations about the global warming issue. Students will have to plug in numbers and dates and come up with an equation to be able to determine what the climate will be in a certain amount of time in terms of global warming.
(O)6.7 Students will be able to demonstrate that the same solution techniques used to solve equations can be used to rearrange formulas. (Explanation) Product: Smart Board, Number of Days: 2 days(Organize)
2004 ASCD and Grant Wiggins and Jay McTighe